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Gifted Child Quarterly
Volume 53  Number 4  Fall 2009

Myths in Gifted and Talented Education

(Note: the articles for myth numbers 1, 11 & 15 are available for free download.  Click on the article titles below)

Myth

Page

                        


Guest Editorial
     Donald J. Treffinger

Myth 1

The Gifted & Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences      Sally M. Reis and Joseph S. Renzulli

233

Myth 2

The Gifted Constitute 3% to 5% of the Population. Moreover, Giftedness Equals High IQ, Which
Is a Stable Measure of Aptitude: Spinal Tap Psychometrics in Gifted Education  
     James H. Borland

236

Myth 3

A Family of Identification Myths: Your Sample Must Be the Same as the Population.  There Is a
“Silver Bullet” in Identification. There Must Be “Winners” and “Losers” in Identification and Programming .
     Carolyn M. Callahan

239

Myth 4

A Single Test Score or Indicator Tells Us All We Need to Know About Giftedness        
  
 Frank C. Worrell

242

Myth 5

Creativity Is Too Difficult to Measure  
     Donald J. Treffinger

245

Myth 6

Cosmetic Use of Multiple Selection Criteria 
     Reva Friedman-Nimz

248

Myth 7

Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient: Classroom Teachers Have the Time, the Skill, and the Will to Differentiate Adequately   
     Holly Hertberg-Davis

251

Myth 8

The “Patch-On” Approach to Programming Is Effective 
     Carol Ann Tomlinson

254

Myth 9

There Is a Single Curriculum for the Gifted   
     Sandra N. Kaplan

257

Myth 10

Examining the Ostrich: Gifted Services Do Not Cure a Sick Regular Program  
    Ann Robinson

259

Myth 11

A Comprehensive Continuum of Gifted Education and Talent Development Services: Discovering, Developing, and Enhancing Young People’s Gifts and Talents    Marcia Gentry

262

Myth 12

Gifted Programs Should Stick Out Like a Sore Thumb  
    Joyce VanTassel-Baska

266

Myth 13

The Regular Classroom Teacher Can “Go It Alone”  
    Dorothy Sisk

269

Myth 14

Waiting for Santa Claus  
     Cheryll M. Adams

272

Myth 15

High-Ability Students Don’t Face Problems and Challenges 
     Sidney M. Moon

274

Myth 16

High-Stakes Tests Are Synonymous With Rigor and Difficulty  
     Tonya R. Moon

277

Myth 17

Gifted and Talented Individuals Do Not Have Unique Social and Emotional Needs   
    Jean Sunde Peterson

280

Myth 18

It Is Fair to Teach All Children the Same Way.
    Carolyn R. Cooper

282

Myth 19

Is Advanced Placement an Adequate Program for Gifted Students? 
     Shelagh A. Gallagher

286
 

 

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